Teaching physicians geriatric principles: A randomized control trial on academic detailing plus printed materials versus printed materials only

Abstract

Background. We compared the effectiveness of academic detailing with printed materials, versus printed materials only, on promoting geriatric knowledge among physicians. Methods. 31 physicians were randomly assigned to receive academic detailing plus printed materials (group 1 intervention, n = 16), or printed materials alone (group 2 control, n = 15), on 5 geriatric topics identified from a needs assessment survey. Two participants withdrew from group 2, leaving 13 in the control group. Both groups received printed educational materials between baseline and time 1, and at time 2. Only group 1 received an additional 15-minute, one-on-one education session with a geriatrician at time 2. The primary endpoint was knowledge retention, measured by the numeric score of a 5-item questionnaire (range 0 to 5), comprised of items from the Geriatrics Knowledge Test. Knowledge retention was measured at baseline, 1 week (time 1), and on average 29 weeks later (time 2). Results. Most participants were postgraduate trainees. The mean knowledge score in all participants decreased from 3.6 ± 1.2 at baseline to 3.1 ± 1.2 at time 1 (p = .006). 19 participants (9 in group 1 and 10 in group 2) completed the knowledge questionnaire at time 2. At baseline, group 1 scored lower than group 2 (3.4 ± 1.3 versus 3.8 ± 1.1, p = .39); whereas at time 2, group 1 scored significantly higher than group 2 (4.7 ± 0.7 versus 3.9 ± 0.7, p = .034). Academic detailing plus printed materials produced higher mean score change from baseline (1.1 ± 1.3) than printed materials alone (0.0 ± 1.1, p = .053). Conclusions. Academic detailing plus printed materials improved knowledge retention among physicians, whereas printed materials only did not.